現代性到後現代性中的「知識轉型」課題及其在大學課程上的蘊義

The Transformation of Knowledge from Modernity to Postmodernity and its Implication in the Undergraduate Curriculum

薛曉華(Hsiao-Hua Hsueh)

指導教授 ： 陳伯璋

國立臺灣師範大學/教育學院/教育學系/博士(2005年)

摘要

現代性到後現代性中的「知識轉型」課題
及其在大學課程上的蘊義

摘要

本研究旨在了解全球化與後現代知識處境下新的知識課題，及其在大學課程發展上的蘊義。本研究從知識社會學及批判教育學的研究取向為主，輔以運用理論探討、文件分析等方法來分析、批判、辯證並建構出相關課題之思考。在知識社會學的分析上，本研究從知識轉型相關的理論著手，將西方大學的課程發展分析出從「現代性」到「後現代性」知識轉型的視野，並找出大學學科制度的形成的歷史社會情境與發展脈絡。在批判教育社會學的理論分析上，本研究從左派新馬克斯主義、後現代後結構等觀點來剖析「大學學科規訓制度」背後的知識與權力關係，並由潛在課程、大學理念來看分化的科系制度可能產生的問題與弊端。在理念建構方面，本研究從後現代知識論與研究典範的觀點出發，指出未來社會的知識特性及大學課程上的因應－跨越學科疆界並以通識教育為主軸的可行性。在實施檢討方面，本研究回顧分析台灣近年來大學課程改革中跨學科的相關政策與實踐，並探討目前幾所大學實施前段不分系及跨系學程之特色，及可能產生的問題與限制。最後本研究歸納主要發現，作成結論，並提出建議，以做為未來大學課程改革及提升大學生通觀知識及全人素養之參考。
本論文的研究目的詳如下述：
一、 分析西方大學發展中大學知識與學科的演變及其社會情境。
二、 探究學科規訓制度的批判論述。
三、 建構全球化、知識經濟及後現代場景中，大學課程的理念方向。
四、 回顧我國大學課程改革的政策，釐清目前的改革趨勢與問題。
五、 分析先進國家在通識教育及跨學科疆界的理念與實踐。
六、 提出未來大學課程改革方向，及可行的通識教育及跨學科措施建議。
本研究獲得的結論如下所述：
一、從西方高等教育的發展來看，大學學科特性的發展是與該時期的知識轉型特徵是相輝映的。
二、從各種批判的觀點來探討「學科規訓制度」，發現其合理性備受質疑。
三、全球化思潮中關於知識的論述，宜走向「統整型符碼」的趨勢。
四、就知識經濟的觀點，跨科際知識與通識教育才是二十一世紀競爭力之關鍵。
五、從後現代科學典範轉移及課程理念分析，跨學科的課程與學術研究興起。
六、通識教育可透過環境制度上的實踐，而非僅限於通識課程之安排。
七、以廣博知識為基礎的大學體制設計，有利於統觀知識基礎之奠定。
八、大學生延緩分流制度與雙層教育的構想，可培育學生深厚的博雅基礎而避免提早陷入分流與專門化，值得作為「對跨界知識需求」上的借鏡。
九、先進國家早有跨學系的學術單位，以因應跨學科的知識需求。
十、大學內可推動各種知識上的跨學科措施，以利大學生培養跨學科學習之能力。
基於前述，本研究根據研究結論提出幾點建議供有關單位及人員參考，茲詳述如下：
一、當今我國大學改革發展與願景，應重新重視通識教育，樹立教學卓越的新典範，並定位「大學教育」之獨特性與使命。
二、針對我國大學體制及政策配套措施方面，宜建立以廣博性為基礎的大學部課程；推動大學部與研究所教育功能區隔之定位與銜接；並妥善規劃「大學前段不分系」及「跨系、跨院學程」的各種配套措施。
三、針對我國大學課程與教學實踐上，宜鼓勵各大學相關學門以「跨學科」的合作方式推動跨學科課程實踐；加強學校層級課程管理機制，打破科系或學院本位，並有效整合資源；並研發大學課程與教學實施方法，提升「跨界思考」及探究反思的教學能力。

關鍵字

現代大學與後現代大學 ； 學科規訓制度 ； 跨學科 ； 大學部課程 ； 通識教育

並列摘要

The Transformation of Knowledge from Modernity to Postmodernity
and its Implication in the Undergraduate Curriculum

Abstract

This study aims to interpret the new knowledge in the globalization era with post-modern knowledge and its implication in the development of the undergraduate curriculum. The research is based on the aspect of sociology of knowledge and critical sociology of education. In addition, theory exploration and document survey will also be made to analyze and criticize the issue dialectically in order to construct the relevant topics. In the analysis of sociology of knowledge, the research focuses on the related theories and documents about transformation of knowledge with which the curriculum development in western universities will be interpreted from the perspective of sociology of knowledge. In this way, the transformation of knowledge from modernity to postmodernity will be analyzed and, moreover, the historical environment and the developmental context in which the disciplinarity in universities is formed is expected to be realized. Regarding the theoretical analysis of critical sociology of education, this study, from the aspect of the new Marxism as well as the postmodern and post-structural, tries to analyze the relation of knowledge and power embedded in the disciplinarity of universities. Furthermore, the potential problems and disadvantages derived from the department will be investigated via hidden curriculum. In addition to the critical aspect, this study also gives attention to the aspect of postmodern knowledge and research paradigm by which the characteristics of postmodern knowledge and the strategies of universities, with interdiscipline and general education as axis, will be pointed out. Toward the end of this paper, the relevant policies and implementation of the innovation, in terms of interdiscipline, in Taiwan’s undergraduate curriculum in recent years will be reviewed as a whole. Finally, the main findings in this study will be incorporated, the conclusions will be made, and suggestions will be offered, all of which can be referred to the innovation of university curriculum in the future and the promotion of general knowledge as well as the cultivation of the whole person upon students.
The purposes of this study are as follows,
1. To analyze the change of knowledge and the discipline in the development of western universities and the relevant social context.
2. To explore the critical discourses on disciplinarity.
3. To construct the idea and the orientation of undergraduate curriculum in the era of globalization, knowledge economy and postmodernity.
4. To review the policy of the curriculum innovation in our nation and clarify the current trend and problems in this regard.
5. To analyze the idea and the implication of general knowledge and interdiscipline in developed countries.
6. To offer directions on the future innovation of university curriculum and suggestions on general knowledge and workable interdiscipline.

The conclusions derived from this study are as follows,
1. In the development of higher education in the west, the formation of characteristics in university discipline and the transformation of knowledge in that period are related to each other.
2. When being judged from various critical aspects, the rationality of disciplinarity is assumed to be doubtable.
3. It is proper for discourses on knowledge in the globalization trend to move toward the integrated code.
4. From the aspect of knowledge economy, interdiscipline and general knowledge are exactly the keys to competence in the twenty-first century.
5. From the analytical point of paradigm shift of postmodern science and the ideas of the curriculum, the interdiscipline and the relevant academic research are to arise.
6. The general knowledge can be derived not only from the arrangement of general courses but also from the implementation of the environmental system.
7. The systematic design of universities based on general knowledge is beneficial to the foundation of general knowledge.
8. With the idea of lower divisions and upper divisions upon undergraduates, the deep foundation of students’ general knowledge can be established instead of falling into early stratification and specialization, which is worth serving the mode for the necessity of interdiscipline.
9. To fulfill the requirements of interdiscipline, the developed countries have already set up the academic organizations of interdiscipline.
10. The universities can make various interdiscipline projects with different kind of knowledge in order to cultivate undergraduates’ learning ability in terms of interdiscipline.

Based on the above-mentioned purposes, this study proposes the following suggestions for the reference of the authorities concerned as follows,
1. With reference to the development and the vision of the current university innovation, the emphasis on general knowledge should be re-put, the new mode of extraordinary teaching should be established, and the specialty and the mission of undergraduate education should be posed.
2. As for the system of the universities and the correspondent policy package in our country, the undergraduate curriculum based on the generality of knowledge should be set up. In addition, the division and connection of educational functions between the undergraduate curriculum and the graduate program should be made.
3. Regarding the undergraduate curriculum and the teaching practice, every relevant discipline in the university needs to be encouraged to cooperate with other disciplines to promote the implementation of interdiscipline, to break the boundaries between disciplines and schools, to effectively incorporate the resources among them, and to research and develop the undergraduate curriculum and the practical methods in order to promote the thinking on interdiscipline and the reflection on teaching competence accordingly.

並列關鍵字

modern university and postmodern university ； disciplinarity ； interdiscipline ； undergraduate curriculum ； general education

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